Building Positive Math Attitudes in Washington Elementary School Students Washington STEM Math Attitudes Coaching Kickoff Webinar November 16, 2017
Agen Agenda da 1 Introductions 2 Why math? 3 Which attitudes and beliefs are important? 4 What to expect 5 Next steps
About REL Northwest Regional educational laboratories (RELs) partner with practitioners and policymakers to use data and evidence to help solve educational problems that impede student success. We do this by: • Conducting rigorous research an d data analysis • Delivering customized training, coaching, and technical support • Providing engaging learning opportunities
Our Region AK WA ME MT ND VT OR MN NH ID NY MA SD WI CT MI WY PA IA NE NJ NV OH DC IL IN UT CA WV CO VA KS MO KY NC TN AZ OK AR NM SC MS AL GA TX LA FL HI
REL Northwest Team Lauren Bates Karyn Lewis Shannon Davidson Senior Advisor Senior Advisor Senior Researcher P – 20 Learning, Development, Postsecondary Readiness, Social Emotional Evaluation Youth Development, Learning and Equity Evaluation
About Washington STEM Washington STEM’s mission is to advance excellence, equity, and innovation in science, technology, engineering, and math (STEM) for all Washington students. Washington STEM focuses efforts on four key initiatives: • Computer science • Early math • Science and engineering • Career-connected learning
Washington STEM Team Amanda Fankhauser Mary Kay Dugan Andy Shouse Carlin Llorente Program Officer Chief Program Officer Senior Program Officer Principal Research Associate Washington STEM Washington STEM Washington STEM IMPAQ International
Why math?
Math as a Gateway • Early math skills predict success in all other academic domains • Math skills are important not just for future success in school but for employment in growing sectors of the workforce
Opportunity Gaps in Math: A Concern for Washington 80% 46% 66% 74% 50% Percent of students prepared in math upon kindergarten entry 75% 50% 25% All students White Asian Hispanic Low-income students students students students Source: Washington Kindergarten Inventory of Developing Skills (WaKIDS) 2016-17 report card
Math Attitudes and Beliefs • Math, more than any other domain, carries baggage that can set students up to hold negative attitudes and beliefs I’m just not a I’m just not a n umbers person. letters person. I’m so bad at reading.
Google Image Search for “Math Genius” What do you notice about these images ? What cultural assumptions are reflected?
Girls and Math “Boys do not pursue mathematical activities at a higher rate than girls do because they are better at math. They do so, at least partially, because they think they are better.” Shelley Correll, Stanford sociologist
Stereotypes and Implicit Messaging Sociocultural stereotypes associating STEM with boys and men act as barriers that prevent girls and women from developing interests in STEM, and this starts at a young age. Cultural stereotypes STEM = male Gender gaps in STEM Ability stereotypes Girls have less ability than boys Figure adapted from Cheryan, Master, & Meltzoff, 2015 Source: Master & Meltzoff, 2016
Adults’ Attitudes Matter • Children whose parents or teachers are anxious about math are more likely to have math anxiety themselves, which impacts achievement. • Teachers’ mindsets influence the feedback they give students. • Classroom environments can inadvertently signal that only some students belong in math.
Adults Can Help • Through changes to classroom practices and environments, educators can help students build positive math attitudes and beliefs.
Which attitudes and beliefs are important?
Students’ Mindsets Influence Behaviors and Achievement Academic Academic Academic Mindset Behaviors Outcomes Adapted from Farrington (2013)
Students’ Mindsets Influence Behaviors and Achievement Farrington’s Four Key Academic Mindsets: 1. I belong in this community 2. I can succeed at this 3. My ability and competence grow with my effort Academic 4. This work has value for me Mindset Adapted from Farrington (2013)
Students’ Mindsets Influence Behaviors and Achievement Farrington’s Four Key Academic Mindsets: 1. I belong in this community 2. I can succeed at this 3. My ability and competence grow with my effort Academic 4.This work has value for me Mindset Adapted from Farrington (2013)
Farrington’s Key Academic Mindsets: 1. I belong in this community Math 2. I can succeed at this Attitudes 3. My ability and competence grow with my effort
Sense of Belonging Farrington’s Key Academic Mindsets: 1. I belong in this community Math 2. I can succeed at this Attitudes 3. My ability and competence grow with my effort
Sense of Self-Efficacy Belonging Farrington’s Key Academic Mindsets: Math 1. I belong in this community Attitudes 2. I can succeed at this 3. My ability and competence grow with my effort
Sense of Self-Efficacy Belonging Farrington’s Key Academic Mindsets: Math 1. I belong in this community Attitudes 2. I can succeed at this 3. My ability and competence Growth grow with my effort Mindset
Self-Efficacy Sense of Belonging Farrington’s Key Academic Mindsets: Math 1. I belong in this community Attitudes 2. I can succeed at this 3. My ability and my competence Growth Math Anxiety grow with my effort Mindset
Belonging Self-Efficacy • Promote success • Create inclusive through scaffolding spaces • Help students set • Build relationships and track goals • Learn to recognize • Help students implicit messages recognize success Key Strategies Growth Math Anxiety Mindset • Cultivate your own • Cultivate your own self-awareness and growth mindset skills • Praise process and • Practice and teach effort mindfulness • Support students • Celebrate mistakes
Sense of Self-Efficacy Belonging Which are you most interested in? Math Attitudes Where do teachers need the most Growth support? Math Anxiety Mindset
What to expect
What to Expect Train-the-trainer model • Our goal is to equip you to use provided materials to train other adults in strategies that promote positive math attitudes Materials include: • A PowerPoint slide deck • An annotated facilitator’s guide • Handouts for implementing strategies • Measurement resources • A literature summary
What to Expect Structure of sessions • Introduction to research on the topic • Review of evidence-based strategies that promote positive attitudes • Opportunities to practice and/or discuss strategies Content and activities • Some content may be repeated across sessions • Materials include activities for a large group, with suggestions for tweaks with smaller groups
Norms We promise to: • Respect your time • Honor your expertise • Be available between meetings to answer your questions We ask that you: • Participate actively and share your expertise • Be open to new ideas • Be willing to reflect on your own attitudes and beliefs about math
Session Format • Mix of in-person (for Wenatchee and Spokane residents) and webinar trainings • All trainings will be available as recordings after the event (although clock hours can be awarded only for real-time attendance at the webinar since we must verify your participation) • Contact the REL Northwest team between meetings with questions
Earning Clock Hours We can award up to six clock hours for participation in all sessions What we need from you: • Completion of sign-in sheets • Real-time webinar participation (log on to the webinar platform from your own computer) • Completion of evaluation questions
Next steps
Meeting Schedule 1. Growth Mindset (live!) 3. Sense of Belonging in Math (live!) • Spokane: 1/10 • Spokane: 2/21 • Wenatchee: 1/11 • Wenatchee: 2/22 • Webinar for those unable to attend: 1/12 • Webinar for those unable to attend: 2/23 2. Math Anxiety 4. Math Self-Efficacy • Webinar on 2/1 • Webinar on 3/15
Stay in Touch! karyn.lewis@educationnorthwest.org 503-275-9495
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